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In Support of the Interaction Analysis Model (IAM) for Evaluating Discourse in a Virtual Learning Community
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Hall, Barbara M. – Online Submission, 2014
Instructional designers need to be able to assess the level of knowledge construction generated by participants of a virtual learning community (VLC). Such participants include the learners engaged in threaded discussions within online courses. Assessing the level of knowledge construction enables course revisions that scaffold such knowledge…
Descriptors: Interaction Process Analysis, Discourse Analysis, Communities of Practice, Computer Mediated Communication
Higher-Level Knowledge Construction in Asynchronous Online Discussions: An Analysis of Group Size, Duration of Online Discussion, and Student Facilitation Techniques
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Hew, Khe Foon; Cheung, Wing Sum – Instructional Science: An International Journal of the Learning Sciences, 2011
This study is concerned with the challenge of understanding what factors may influence students' higher level knowledge construction. We defined higher level knowledge construction occurrences as the sum of the number of phases II to V measured using Gunawardena et al.'s (J Educ Comput Res 17(4):397-431, "1997") interaction analysis model. This…
Descriptors: Computer Mediated Communication, Interaction Process Analysis, Facilitators (Individuals), Correlation
An Exchange Structure Analysis of the Development of Online Intercultural Activity
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Kitade, Keiko – Computer Assisted Language Learning, 2012
Internet-mediated intercultural discussions have been adopted for intercultural and second-language learning. However, the notion of community development in this context has received less attention. This study employs exchange structure (ES) analysis (Stubbs, M. (1983). "Discourse analysis." Oxford: Basil Blackwell) to investigate the…
Descriptors: Foreign Countries, Internet, Computer Mediated Communication, Asynchronous Communication
Assessing Asynchronous Discussions: An Exploratory Hybrid Model
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Grant, Camilla – Online Journal of Distance Learning Administration, 2007
Given the increasing import of asynchronous discussions to achieving learning objectives, this analysis proposes an exploratory assessment model that involves three levels of analysis, i.e., argument structure, disagreement, and interaction. The model promotes objective, systematic assessment; streamlines the assessment process; and clearly…
Descriptors: Asynchronous Communication, Persuasive Discourse, Discourse Analysis, Discussion
Self-Regulated Learning in Virtual Communities
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Delfino, Manuela; Dettori, Giuliana; Persico, Donatella – Technology, Pedagogy and Education, 2008
This paper investigates self-regulated learning (SRL) in a virtual learning community of adults interacting through asynchronous textual communication. The investigation method chosen is interaction analysis, a qualitative/quantitative approach allowing a systematic study of the contents of the messages exchanged within online communities. The…
Descriptors: Preservice Teachers, Teacher Educators, Units of Study, Preservice Teacher Education
Critical Thinking in Reflective Sessions and in Online Interactions
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Celani, Maria Antonieta Alba; Collins, Heloisa – AILA Review, 2005
This paper focuses on online educational sessions of a continuing teacher education programme. The aim of this programme is to give a contribution to the continuing education of teachers of English as critical professionals, aware of discursive classroom practices, able to analyze them in the light of objectives to be reached and knowledge to be…
Descriptors: Critical Thinking, Continuing Education, Teacher Education Programs, English Teacher Education